-
Period: to
XVII
In the sixteenth century French Italian and English gained in importance as a result of political changes -
Period: to
XVIII
referred to child learning as a model for language teaching, emphasized the importance of meaning in learning, proposed that reading be thought before other skills -
Period: to
XIX
Englishman T. Prendergast was one of the first to record the observation that children use contextual and situational cues and that the use memorized phrases in speaking. He proposed the first structural syllabus -
Period: to
XIX
Gouin developed an approach to teaching a foreign language based on his observations of children’s use of language